Abstract
With podcasting gaining more mainstream adoption in higher education, it’s critical to examine its effectiveness in improving the student learning experience. To this end, this paper examines the effectiveness of podcasts integrated into the curriculum (PIC) versus podcasts as supplemental material (PSM). Considering recent empirical work on the effectiveness of podcasting, this study collected data from students enrolled in lower level and upper level language courses. Results revealed an inconclusive relationship among PIC students’ learning outcomes (as measured by their final grades). In contrast, however, our findings indicate a strong relationship between the use of PSM and students’ final grades, particularly in upper level courses. ► We examine the differential effectiveness of two types of podcasting on language acquisition. ► We examine the benefits of academic podcasting on students’ learning outcomes. ► 40.5% of the students listened to podcasts on their desktops instead of on their MP3 players. ► Students who listened to supplemental podcasts were likely to obtain a better final grade. ► The use of podcasts as supplemental course materials remains an effective revision tool.
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